Here are some of the tools and strategies used in the workshop. These are posted as they were used in the workshop but you can adapt them for use in the classroom.
Venn Diagram Introduce our selves using Venn Diagram slide. Show commonalities between us. Participants do the same with a table partner and share amongst the group 1 or 2 things they have in common.
Gallery Walk:Participants walk around and add ideas to each LP for how adults as learners can work together.
Headline Divide 12 posters up amongst the group to summarize each attitude into one. A statement that summarizes a particular attitude. Have participants write in onto a strip of paper and display for the duration of the workshop as the essential agreements.
Tug of War: Participants reflect on what excites them about the programme and what tensions they have around it. On post-it notes participants write statements and place them on the tug of war rope? Categorise for participants and summarise key areas of excitement and concern.
Burning Questions:Participants think about their tensions and write their burning questions they want answered over the course of the course of the workshop. Post these on a separate wall.
Consensus Chart- Take a big piece of paper. Make a circle in the middle and divide the rest for the number of people in the group. In the outer spaces, individuals jot down their thoughts about what it means to be internationally-minded. In the center, write any ideas about which there is consensus from the group. Using the common ideas, publish a statement about international-mindedness and place it in the middle of the table.
Gallery walk around the tables. Stay at the definition you most like. Discuss
Snowballs: Participants write their definition of curriculum on a strip of paper and roll it up. The definition is thrown in the middle of the room. Participants then find a snowballed definition and read it aloud.
Explosions: Participants work in groups to work out the knowledge component within each of the TD themes. Questions participants about how individual disciplines support transdisciplinary themes
Hot Potato: Each table begins with a TD theme. They have two minutes to record how a discipline, either their own if they are a specialist teacher, or any fits the transdisciplinary theme (pg. 12 of MPYPH).
Gallery Walk. Discussion justifying both why some disciplines were standing and why some disciplines did not see how they could support that theme. Discussion about written curriculum and it’s elements relevant for teachers, POI, Unit Planners – stand alone and scope and sequence documents.
Connect-Extend-Challenge: Reflection tool. List some things from the workshop that you made a personal connection with, something that extended your thinking and something that still challenges you
Venn Diagram Introduce our selves using Venn Diagram slide. Show commonalities between us. Participants do the same with a table partner and share amongst the group 1 or 2 things they have in common.
Gallery Walk: Participants walk around and add ideas to each LP for how adults as learners can work together.
Headline Divide 12 posters up amongst the group to summarize each attitude into one. A statement that summarizes a particular attitude. Have participants write in onto a strip of paper and display for the duration of the workshop as the essential agreements.
Tug of War: Participants reflect on what excites them about the programme and what tensions they have around it. On post-it notes participants write statements and place them on the tug of war rope? Categorise for participants and summarise key areas of excitement and concern.
Burning Questions:Participants think about their tensions and write their burning questions they want answered over the course of the course of the workshop. Post these on a separate wall.
Consensus Chart- Take a big piece of paper. Make a circle in the middle and divide the rest for the number of people in the group. In the outer spaces, individuals jot down their thoughts about what it means to be internationally-minded. In the center, write any ideas about which there is consensus from the group. Using the common ideas, publish a statement about international-mindedness and place it in the middle of the table.
Gallery walk around the tables. Stay at the definition you most like. Discuss
Snowballs: Participants write their definition of curriculum on a strip of paper and roll it up. The definition is thrown in the middle of the room. Participants then find a snowballed definition and read it aloud.
Explosions: Participants work in groups to work out the knowledge component within each of the TD themes. Questions participants about how individual disciplines support transdisciplinary themes
Hot Potato: Each table begins with a TD theme. They have two minutes to record how a discipline, either their own if they are a specialist teacher, or any fits the transdisciplinary theme (pg. 12 of MPYPH).
Gallery Walk. Discussion justifying both why some disciplines were standing and why some disciplines did not see how they could support that theme. Discussion about written curriculum and it’s elements relevant for teachers, POI, Unit Planners – stand alone and scope and sequence documents.
Connect-Extend-Challenge: Reflection tool. List some things from the workshop that you made a personal connection with, something that extended your thinking and something that still challenges you
Quadrant activity/placemat:
Diamond Ranking:
Y-Chart:
Frayer Model: